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A MEASURE FOR 
PRIMARY METHOD READERS 

A MEASURE FOR 
BASAL LITERARY READERS 

A MEASURE FOR 
^ LANGUAGE BOOKS 

A MEASURE FOR 
SPELLING BOOKS 

Bv 
FRANK E. SPAULDING 

NEWSON & COMPANY 

NEW YORK AND CHICAGO 







5fedEbooS 



FRANK E. SPAULDING 



A Measure for 
Primary Method Readers 



A Measure for 
Basal Literary Readers 

A Measure for 
Language Books 

A Measure for 
Spelling Books 

NEWSON & COMPANY 

73 Fifth Avenue, New York 
623 South Wabash Avenue, Chicago 



61 



Copyright, 1922 

BY 

Newson & Company 



0CT11?3 

IC1A759320 



^^^^^^^^m. 



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MEASURING TEXTBOOKS 



THE skilled workman chooses his tools with 
discrimination. In making his choice, he has 
in mind three things : the results to be accom- 
plished through the use of the tool, the character- 
istics of the material on which the tool is to be used, 
and his own peculiar requirements as the user of the 
tool. And he selects the tool that best combines 
the qualities demanded by these three considera- 
tions. So the carpenter selects his saw, the wood- 
chopper his ax, the blacksmith his hammer, even 
the ditch-digger his shovel and the bootblack his 
brush. 

Textbooks are tools. To be serviceable, they 
must be adapted, like other tools, to the three con- 
siderations : the end to be accomplished by their 
use, the material in connection with which they 
are to be used, and the needs of the user. These 
three considerations are represented respectively by 
the objectives sought in the given subject, the pu- 
pils who are to be made to realize or to embody these 
objectives, and the teacher and her pupils who are to 
use the given text as a means of attaining the desired 
objectives. In addition, due consideration must be 
given to the essential characteristics of the book it- 



MEASURING TEXTBOOKS 

f ■ - ■ ■ ■ - Si 

self, as a material thing, — the quality of paper, bind- 
ing, type, and general appearance. 

In any given subject, that textbook is best which 
best combines the characteristics demanded by all 
of these four considerations. 

Working out Measures for Textbooks as Tools 

The discriminating choice of a textbook, however, 
is a far more difficult matter than is the choice of a 
saw or a hammer. The characteristics demanded 
are numerous, interrelated, involved, and not alto- 
gether obvious. Hence, the value of a clear-cut 
analysis of the chief characteristics which adapt a 
text to the four-fold requirements. 

Of the considerations out of which arise the four 
types of demands that textbooks should meet, two 
are common to all types of books; these are the 
characteristics and needs of teachers and of pupils 
who are to use the books. The objectives that each 
type of book must serve are, of course, peculiar to 
each subject. The book itself, as a material thing, is 
determined in considerable measure, but not wholly, 
by the nature of its subject. 

Herewith are presented measures for Primary 
Method Readers, Basal Literary Readers, Language 
Books, and Spelling Books. These measures have 
been found serviceable in comparing and rating differ- 
ent texts of each given type. It is hoped that they 
may be found widely useful, not only as a definite 
means of measuring and comparing texts, but as a 



MEASURING TEXTBOOKS 

guide to makers of texts and to teachers of the sub- 
jects involved. Each measure has been worked out, 
step by step, in the hght of the four-fold demands 
that every text should meet. 

As an aid to the appreciation of the measures, it 
seems well to call attention here to a few of the out- 
standing characteristics and needs of teachers and 
pupils, for whose use most texts of the types under 
consideration are designed. The mechanical char- 
acteristics of the several types of books, as books, 
are made sufficiently clear by this phase of the meas- 
ures themselves. 

The special objectives that each type of text must 
serve are briefly outlined immediately preceding the 
measure for that type of text. In each case, these 
objectives, as here given, are in accord with the cur- 
rent requirements of the best courses of study, city 
and state. They are also in harmony with the ideas 
of recognized authorities on the function of each 
subject under consideration. 

Teachers' Widely Varying Characteristics and 
Needs That Textbooks Must Serve 

x\s schools are organized and conducted, teachers 
of widely varying abilities must work together at 
the same task, teaching the same pupils, either at the 
same time, or more often in rapid succession. Hence 
it results that a pupil completing the elementary 
grades in a city school system has been under the in- 
struction of eight to sixteen or even more different 
teachers. Pupils in rural schools, on account of fre- 



MEASURING TEXTBOOKS 



quent changes In teachers, are likely to have quite 
as many different ones. Hence, it Is the lot of near- 
ly every child to be taught each subject of the curricu- 
lum by many and frequently changing teachers. 

Some of these many teachers are experienced, 
skillful, resourceful, of broad education and thor- 
ough professional training; some are Inexperienced, 
unskillful, lacking In resourcefulness, with at best 
only the forms of adequate education and profes- 
sional training; and others are found In various 
conditions between these extremes. 

Pupils' Widely Varying Characteristics and 
Needs That Textbooks Must Serve 

As schools are almost universally organized and 
conducted, the abilities. Interests, and Important 
characteristics of children that are brought together 
in the same class are wont to present significant dif- 
ferences even more extreme and varied than those 
presented by the different teachers under whose 
instruction they will pass. 

In addition to wide differences of native ability, 
there are equally wide differences of mental furnish- 
ings due to differences of experience, and of the com- 
mand of language which is fundamental to all school 
work. The minds of some are richly furnished, out 
of a wealth of varied experience ; while the minds of 
much larger numbers are meagerly furnished, out 
of a poverty of experience. 

Some children enter school with a good command 
of language; but the majority of city children suffer 



MEASURING TEXTBOOKS 

at the outset from varying degrees of language hand- 
icaps, many having before them the whole task of 
learning the language in which the school work is 
conducted. 

These statements give but a hint of the widely 
varying capacities, characteristics, and handicaps of 
the pupils to be found In nearly every school build- 
ing and grouped in the same classes, to receive in- 
struction together under the same teacher, for a brief 
time, and with the same textbooks. Anyone familiar 
with school conditions can add almost without limit 
to the variety of children's capacities, handicaps, 
and needs. 

The Necessary Adaptability of Textbooks 
as Tools 

Partly on account of these conditions respecting 
the organization of schools and the widely varying 
characteristics of teachers and pupils, and for other 
cogent reasons also, it is generally found best in prac- 
tice to have all teachers of the same subject, at least 
all engaged at the same stage or on the same part 
of that subject, use the same basal textbook or series 
of textbooks. Hence, the textbook that is to be most 
useful as a practical tool must be adapted not only 
to the production of the chief objectives of the sub- 
ject, but also adaptable to the widely varying needs 
of teachers and pupils of widely varying abilities and 
experience. 



MEASURING TEXTBOOKS 

Four Parts in Each Measure 

For the sake of simplicity and clearness, each 
measure consists of four parts, each part correspond- 
ing to one of the four types of demands that every 
text must meet. An examination of the four groups 
of items in each measure at once reveals the fact 
that many of these items belong partly in groups 
other than the one in which they are placed. Rather 
than to repeat such items, however, it seems better 
to give them their full value in the group in which 
they chiefly belong. In a few cases, in which the 
same items appear to be repeated in one or more 
groups, careful analysis will make clear that dis- 
tinctly different aspects of the items are presented 
in the different groups. 

Validity of These Measures 

As the several items of each measure are of vary- 
ing importance, numerical values attached to each 
serve to indicate their relative importance. And as 
each attached value is assumed to represent complete 
adequacy in that particular item, we have at hand 
standards for the numerical rating, item by item, 
of any given text. For convenience, a total valua- 
tion of one thousand is fixed for each measure. 

There are two pertinent questions that may be 
raised concerning these measures. First, are the 
items represented adequate? Obviously, in each 
case the number of items might be increased by an- 
alysis, almost without limit, or the number might be 
somewhat reduced by consolidation; also the state- 



MEASURING TEXTBOOKS 



ment of Items might be varied. As they are here 
presented, they are submitted on their merits. They 
are thought to be clear and definite; sufficiently de- 
tailed; comprehensive, either by direct statement or 
by implication, of all essentials; and each one dis- 
tinctive. In the course of its construction, each meas- 
ure has been subjected to the independent, critical 
study of a considerable number of thoroughly com- 
petent teachers, supervisors, and superintendents of 
the subject concerned, In widely separated states. 

In the form In which these measures are here 
presented, they represent the resultant of these nu- 
merous and varied critical studies. This does not 
mean that everyone who has taken part In these 
studies endorses the measures in every particular. It 
may, however, be stated conservatively, that in gen- 
eral plan and In all essentials, these measures meet 
the approval of all the competent judges who have 
studied them critically, judges who are expert in all 
the principal activities directly concerned with 
Instruction In the several subjects. 

Of course It does not follow from this that every 
competent judge who may find these measures 
worthy of attention will agree even with the essen- 
tials. Anyone, however, who notes the complete 
omission from a measure of items that seem to him 
Important, or who would prefer to combine certain 
items or to break up certain ones into two or more, 
can make, in the proper places, such additions or 
changes as his judgment approves, and still preserve 
the measure as a serviceable Instrument. 



MEASURING TEXTBOOKS 

*S ' ■ I I ■ I I I I I ' ■ ' - Si 

The second pertinent question that may be raised 
concerns the numerical values attached to each of the 
items. Is each value just what it should be? It will 
be readily understood that each value, though ex- 
pressed in exact mathematical terms, is really rela- 
tive. Starting with the arbitrarily fixed total of 
1000 points for the entire measure, to each item Is 
assigned that portion of the entire number of points 
that the importance of that item, in comparison with 
each and all others, seems to merit. 

The determination of these numerical values, as 
here presented, rests on a consensus of the compe- 
tent, studied judgments of the several teachers, su- 
pervisors, and superintendents, who have made a 
critical study of the matter. 

As in the case of the items themselves, so here it 
is entirely practicable for anyone who disagrees with 
details as here presented, to make changes without 
affecting the serviceability of the measure, as such. It 
is to be noted, however, that a change in any one 
value must be accompanied by a change in one or 
more other values, for the total valuation of the 
measure must be kept at 1000; unless, indeed, it 
should be decided to change to another scale, say 
100. But in this case, all values would have to be 
changed. 

While changes in the details of the measures, both 
in the Items and their valuations, are practicable, as 
pointed out above, it is suggested that such changes 
be made only after the most searching analysis and 
the most critical comparative study, analysis and 



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MEASURING TEXTBOOKS 

study comparable to that on which these details and 
the complete measures as here presented, are based. 
In this connection, it should also be observed that 
only very radical changes in details could materially 
affect the total score of any book to which the ap- 
propriate measure might be applied. 

At this point a word regarding the characteristics 
of the items composing the measures seems pertinent. 
Each item is general; the principle or idea involved 
in each is generally, if not universally, recognized as 
pertinent and important. In application, that prin- 
ciple or idea is usually capable of various concrete 
forms. The necessity of admitting to the measures 
only such general items, involving universal princi- 
ples or ideas, and of excluding their specific appli- 
cations, no matter how effective these may be, will 
be revealed on a little analysis and reflection. 

The following typical items, taken at random 
from the measures, will serve to make clear these 
points. In the Measure for Primary Method Read- 
ers, third part, Adaptation to Teachers^ Use, item 
3 (p. 24) is as follows: Provision of suitable ma- 
terial for a variety of purposeful and effective seat- 
activities and exercises for individual pupils. Every- 
one recognizes the importance of such material, but 
no one type or form is indispensable; there are many 
forms of varying degrees of usefulness. In the 
Measure for Language Books, first part. Serving 
Language Objectives, item 4 (p. 31) is as follows: 
Enriching the vocabulary and teaching its discrimi- 
nating use in conjunction with the enrichment of 



11 



MEASURING TEXTBOOKS 



thought. The importance of enriching the pupils' 
vocabulary is universally recognized; the specific 
ways, however, in which this may be done are many. 
In the Measure for Spelling Books, second part, 
Adaptation to Pupils' Use, item 1 (p. 39) is as fol- 
lows : Arrangement and length of lessons calculated 
to promote intelligent study. The importance of the 
idea involved in this item, all admit; the specific 
plans of realizing it are numerous. 

The items composing the measures are further 
characterized, negatively, by the absence of certain 
terms of contemporary but temporary vogue, made 
more or less technical by peculiar usage. Such terms 
are "motivation," "socialized recitation," "problem 
method," and "project method." All sound basal 
principles and ideas involved in these terms are ade- 
quately represented in the measures. The terms 
themselves are excluded for several reasons. In any 
comprehensive conception, each term is composed 
of several elements, each of which must be entered 
in the measures as a separate item. There are the 
widest divergences of understanding, misunderstand- 
ing, and lack of understanding of these currently 
popular catchwords. A book that successfully em- 
bodies none of the ideas or principles involved in 
any adequate understanding of any of these terms 
may bristle with the terms themselves on every page, 
and be loudly heralded as their only true and com- 
plete exemplification. On the other hand, there are 
books that throughout employ most effectively the 
sound principles and ideas involved in all these 
terms, yet the terms themselves are lacking. 



12 




FOR the adequate measurement of a complete 
series of Readers, designed for basal use 
throughout the elementary grades, two meas- 
ures are necessary. One of these must be applicable 
to the lower books, of which the dominant purpose 
should be teaching how to read, which involves espe- 
cially the mastery of the mechanics of reading; the 
other must be applicable to the higher books, in 
which the purpose of teaching how to read gives way 
rapidly to the application of reading abilities to the 
higher ends that these abilities may be made to serve. 

These two measures must have much in common, 
just as the several books in a well graded series have 
much in common. But the dominant purposes which 
the lower books, as a whole, must serve, in compari- 
son with the purposes which the higher books, as a 
whole, must serve, and the conditions under which 
each group of books must be made to serve its dis- 
tinctive purposes, differ so much that a measure ap- 
plicable to one of the two groups of books must 
differ in many important respects from a measure 
equally applicable to the other group. 

The chief objectives, however, which the teach- 
ing of reading in the schools must serve, are best 
stated together; for each group of books, the lower 
method books and the higher literary books, must 



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MEASURING TEXTBOOKS 

•S ■ ■ ■ — Si 

serve all these objectives, but each group in a man- 
ner and to a degree appropriate to the conditions 
under which it is used. So each measure, applicable 
to its group of books, must be constructed in the light 
of all the chief objectives which the whole subject 
of reading in the schools must serve. 

CHIEF OBJECTIVES IN THE TEACHING OF 
READING 

The chief objectives which the teaching of reading 
in our public schools should serve are three in num- 
ber : ( 1 ) The development of reading abilities ; (2 ) 
the development of appreciation and taste in read- 
ing; (3) the enrichment of the mental life and the 
molding of the character of pupils. 

1. The Development of Reading Abilities 

There are several reading abilities of varying de- 
grees of importance, all of which should be the ob- 
jects of instruction. The most elementary of these 
abilities, and the one absolutely essential, is that of 
getting thought independently from the printed or 
written page. This involves a mastery of the me- 
chanics of reading. One possessed of this elemen- 
tary ability is considered to know how to read. 

The capacity, however, to read intelligently and 
effectively, demands other abilities, or, perhaps it 
would be more accurate to say several modifications 
and applications of this one fundamental ability. 
Most prominent and distinctive among reading abil- 
ities, in fact together including them all, are the 



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MEASURING TEXTBOOKS 

"oral" and "silent" reading abilities, each with its 
special applications. 

In school practice, the tendency has long been to 
devote relatively too much attention to oral, and far 
too little to silent reading. This ill-balanced prac- 
tical tendency has provoked from some critical, the- 
oretical students of reading, a reaction which is no 
less extreme and ill-balanced in its demands and ten- 
dencies. This reaction tends not only to belittle the 
real Importance of oral reading as an adult activity, 
but even to disparage such instruction in intelligent 
oral reading as is absolutely essential to the effec- 
tive development of silent reading abilities, the value 
of which the reaction magnifies to the extreme. 

The truth is that each type of reading, oral and 
silent, has Its appropriate place and application, and 
pupils must be taught to use each with discrimina- 
tion. 

Silent reading finds its chief application In reading 
for Information, oral reading. In reading for inspira- 
tion. In the interest of rapidity, especially demand- 
ed In reading for information, silent reading must 
eliminate not merely audible sounds, but so far as 
possible, even the Incipient vocal movements and the 
motor and auditory images associated with the au- 
dible sounds of oral reading. These restrict the 
progress of the reader. 

The importance of silent reading which estab- 
lishes direct association between the symbol and 
the Idea, is made especially evident In connection 
with various purposes in reading which do not In- 



15 



MEASURING TEXTBOOKS 

volve complete reading, such as reading to get the 
principal thought or argument, to find the state- 
ment on a particular matter, even to find that no 
statement is made on a particular point that the 
reader has In mind. 

Oral reading, on the other hand, finds its proper 
application, not merely, nor for most people chiefly, 
in reading aloud to hearers, but in reading for the 
inspiration of the reader- — that is, in reading the 
literature of inspiration as distinguished from the 
literature of information. In reading for inspira- 
tion, deliberation is as important as rapidity is in 
reading for Information. Inspiration, which in- 
volves appreciation, requires time for reflection, 
and especially for the development of feelings, emo- 
tions, and resolutions. 

Oral reading is adapted to literature proper, 
which is valued not for the information, but for 
the inspiration, the ideals and emotional effects that 
it conveys. Much literature, especially poetry, de- 
pends for its full effect, on being read aloud, that is, 
on oral reading. But oral reading is not necessarily 
reading aloud; the reader may read orally to him- 
self, and so for himself approximate the effects of 
reading aloud. 

It is one of the large objectives of instruction 
in reading throughout the elementary grades, not 
only to develop in pupils these several reading abili- 
ties, but to give practice in using these abilities until 
habits are formed of applying them intelligently, 
with discrimination and facility. 



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MEASURING TEXTBOOKS 



2. The Development of Appreciation and Taste 
in Reading 

Even more important than the several reading 
abilities is the appreciation of the content of read- 
ing matter and the taste, the desire, the hunger for 
good reading. This desire and hunger must reach 
out not only for worth-while information, but es- 
pecially for the inspiration of such noble thoughts 
and ideals, as may be secured by reading. 

To stimulate and educate this desire and hunger 
for good reading, and to provide for its intelligent 
satisfaction until it becomes a habit, is the second 
great objective of school instruction in reading. 

3, The Enrichment of the Mental Life and the 
Molding of the Character of Pupils 

In the achievement of the first two objectives of 
reading instruction, this third objective should, in- 
deed must, be achieved in some measure. But this 
objective, as an end in itself, is quite as important 
as either of the others. 

Reading and experience are the two great sources 
of ideas and ideals with which the school seeks to 
equip its pupils. Suitable reading gives meaning 
and value to experience ; it not only stores the mind 
with ideas, but disciplines the mental powers in ac- 
quiring and using ideas; especially is good reading 
the source of inspiring ideals of right conduct. 

The third great objective of reading instruction 
is to realize in pupils, so far as may be, even dur- 
ing their school days, this ultimate purpose of read- 



17 



MEASURING TEXTBOOKS 

ing abilities and discriminating reading taste; to 
make to live again in their thoughts, emotions, and 
resolutions, some of the priceless ideal treasures 
of the ages. 

THE CONTENTS AND CHARACTER OF 
SCHOOL READERS 

In the light of the three great reading objec- 
tives, as already outlined, School Readers can pro- 
vide, and should attempt to provide, only a small 
part of the reading material necessary for the re- 
alization of these objectives. Were it possible, it 
would be quite Impractical to limit instruction in 
reading to Reading Books. Reading must not be 
made an isolated subject in the curriculum; it is a 
phase, and a fundamental phase, of practically every 
subject. 

This Is not to say that reading Is to be taught 
only Incidentally; but rather that abundant reading 
material, appropriate to the various subjects of 
instruction, is available outside of School Readers. 

What, then, should be the character of the con- 
tents of basal School Readers? This question must 
be answered separately for the two groups of Read- 
ers, the one suitable for the lower grades, usually 
three, the other for the upper grades. 

The first group, usually a Primer and two or 
three graded books following, should contain ma- 
terial best adapted In character and arrangement 
to the easy and rapid acquisition by the pupil of the 
most fundamental reading ability; that Is, the ability 



18 



MEASURING TEXTBOOKS 

to get thought from the printed page. This ma- 
terial should lend itself especially to the rapid and 
ready mastery of the mechanics of reading; for the 
immediate and dominant purpose of these first basal 
books — really "method" books, whether so called 
or not — is to furnish the pupil with an effective key 
to the treasure-houses of many books of many 
kinds. 

This dominant purpose of the group of lower 
books does not prescribe a content of mechanical 
character, limited in range, and lacking literary 
value; on the contrary, the higher the literary value 
of the content, so long as it is fully suited to the 
quick mastery of the underlying mechanism of read- 
ing, the better. This content should also be adapted 
to the wide range of interests and abilities almost 
sure to be found in any class group of children. 

Moreover, the dominant purpose in the reading 
instruction of the first two or three grades is not 
the only purpose; here must be made substantial be- 
ginnings in the realization of the whole range of 
chief objectives in teaching reading. 

To achieve these results to a satisfactory degree, 
much reading material must be used, even in the 
lower grades, that can find no place in basal read- 
ers. Such material must be found chiefly in sup- 
plementary readers. Hence, the content of basal 
method readers should be selected in the full un- 
derstanding of the fact that, whatever they contain, 
much additional material must be supplied by other 
books. 



19 



MEASURING TEXTBOOKS 

The content of the higher books should be almost, 
if not wholly, of the highest literary character con- 
sistent with the capacities and interests of pupils. 
These books should be made up predominantly of 
the literature of inspiration; in them there is no 
room for the literature of mere information. And 
were there room, such literature would be out of 
place. 

The literature of information is found in abund- 
ance and wide variety in connection with such stud- 
ies as geography, history, civics, hygiene, science, 
and mathematics. The regular textbooks in these 
subjects, as well as the books and reading matter in 
various forms with which the texts must be supple- 
mented — reference books, magazine articles, en- 
cyclopedias, and dictionaries — are composed almost 
exclusively of the literature of information. 

It is through the literature of information chiefly 
that the various forms of silent reading abilities. In- 
cluded in the first great reading objective, are best 
^nd most fully developed. And in school the devel- 
opment of these abilities is carried on most naturally 
and effectively in connection with the study of the in- 
formation subjects of the curriculum, where the ex- 
ercise of such abilities is required. 

The School Readers, it should be noted, are the 
only texts in most elementary schools in which the 
literature of inspiration can find an appropriate 
place; hence, the limited space of these books should 
be jealously reserved for this type of literature; for 
only through the literature of inspiration is it pos- 



20 



MEASURING TEXTBOOKS 

sible to realize adequately two of the three great 
reading objectives. These two objectives call for 
the development of appreciation and taste in read- 
ing and for the enrichment of the mental life and 
the molding of the character of pupils. 

School Readers must furnish the material for the 
development of oral reading ability required in read- 
ing the literature of inspiration. While silent read- 
ing abilities can and should be developed to some 
extent in connection with the literature of inspira- 
tion, to use such literature as the chief means of de- 
veloping these abilities is a pedagogical crime, com- 
parable with the crime of grammatical vivisection 
and analysis to which some of the greatest classic 
masterpieces have frequently been sacrificed. 

A MEASURE FOR PRIMARY METHOD 
READERS 

I. Serving Reading Objectives - - - 275 

1. Adequate, simple, and effective plan 

for the teaching of phonics - - 45 

2. Subject matter in itself: quality; va- 
riety and strength of appeal to chil- 
dren's interest; and adaptation to 
rapid acquirement of ability to read 
independently - - - - 45 

3. Progressive continuity of fundamen- 
tal plan and method, from book to 
book 30 



21 



MEASURING TEXTBOOKS 



4. Suitable gradation of content and vo- 
cabulary, throughout the series of 
books, to pupils' growing capacities 

and interests ----- 25 

5. Vocabulary : range of adaptation to 
widely differing groups; adequate 
provision for intelligent mastery, 
even by non-English speaking pupils, 
through varied activities, pictures, etc. 25 

6. Adequate provision for beginning the 
development of the Important types 
of reading abilities, both "silent" and 
"oral" 25 

7. Purposive concentration of all de- 
vices and exercises toward the accom- 
plishment of permanently valuable 
ends 25 

8. Effective plan for the intelligent mas- 
tery of "sight words" - - - 20 

9. Suitable illustrations making definite 
contribution to the content - - 20 

10. Correlation with language study, es- 
pecially oral - - - - - 15 

II. Adaptation to Pupils' Use . - - 300 

1. Establishing right reading habits and 
preventing bad habits, by subordinat- 
ing from the beginning mechanics to 
meaning - - - - - 50 



22 



MEASURING TEXTBOOKS 

2. Provision for purposeful reading, 
making the pupil conscious from the 
beginning of his growing reading 
power and stimulating the independ- 
ent use of that power - - - 50 

3. Abundant and varied purposeful ex- 
ercises calling for independent, intel- 
ligent activity, and developing the 
imagination, resourcefulness, and ini- 
tiative of individual pupils - - 30 

4. Provision for objectifying vocabulary 
and ideas through simple actions, 
games, dramatizing, illustrations, etc. 25 

5. Provisions for development of coop- 
eration and team-work through a 
variety of group activities, dramatiz- 
ing, games, etc. - - - - 25 

6. Provision of word-keys, through 
rhymes, phonics, or otherwise, to en- 
able the pupil to help himself from 

the beginning - - - - 25 

7. Enlisting the active and intelligent in- 
terest of pupils, to acquire and apply 

the mechanics of reading - - . 25 

8. Effective utilization and enrichment 

of pupils' experience - - - 25 

9. Provision of interesting, purposeful 
seat-activities, for use by the indi- 
vidual pupil 25 



23 



MEASURING TEXTBOOKS 

10. Provision for individual differences in 

ability and interests of children - 20 

III. Adaptation to Teachers' Use - - 275 

1. Definite, detailed, and reasoned di- 
rections, to aid the inexperienced and 
untrained teacher - - - 50 

2. Provision of essential, practical ma- 
terials and devices for class use, such 
as reading and phonic charts, word, 
phrase, and phonic cards, etc. - - 30 

3. Provision of suitable material for a 
variety of purposeful and effective 
seat-activities and exercises for indi- 
vidual pupils 30 

4. Suggestions and directions stimula- 
tive of the thought and originality of 
expert, experienced teachers - - 30 

5. Abundant suggestions of purposeful 
materials, stories, plays, games, plans, 
devices, and exercises for giving con- 
tinued interest and effectiveness to pu- 
pils' activities - - - - 25 

6. Definite provisions for adequate and 
interesting preparation of pupils — 
through stories, dramatizing, games, 
picture studies, drills, etc. — for every 
reading exercise - - - - 25 



24 



MEASURING TEXTBOOKS 

7. Provisions for the continuous testing 
of pupils' reading ability through ac- 
tual and natural demonstration - 25 

8. Speech training through definite pro- 
visions for the development of clear 
enunciation and variety of suitable 
expression . - . . _ 20 

9. Suitable provision for teacher to take 
definite and stimulating part in pu- 
pils' oral reading, to set standards of 
expression, avoiding mere imitation 20 

10. Directions and suggestions for the ef- 
fective use of supplementary reading 
material - - - - - - 20 

IV. The Books Themselves - - - - 150 

1. General appearance, external and in- 
ternal : artistic, attractive, interesting, 
appealing 40 

2. Mechanical durability and suitability: 
quality and finish of paper; material 
and quality of binding; size and 
weight - - - - - -35 

3. Page arrangement: margins; spacing; 
length of line 25 

4. Suitability of type forms: size, 
clearness, appearance - - - - 25 

5. Quality and artistic values of illus- 
trations; proportion of space devoted 

to them 25 



25 



MEASURING TEXTBOOKS 

A MEASURE FOR BASAL LITERARY READERS 

FOR INTERMEDIATE AND HIGHER 
GRADES 

I. Serving Reading Objectives - - - 400 

1. Permanent literary value of material 100 

2. Embodiment of American ideals of 
civic and national service - - - 50 

3. Inspiring ideals of personal virtues: 
honesty and honor, service, sacrifice, 
heroism - - - - - 50 

4. Suitably graded and adapted to inter- 
ests and understanding of pupils - 50 

5. Adequacy of selections, v^hether en- 
tire or complete units; variety in 
length, making them adaptable to 
varying conditions of use - - 50 

6. Covering desirable range of Amer- 
ican and English literature - - 20 

7. Provision of abundant and varied ma- 
terial suitable for memorizing - 20 

8. Diversity and range in incident, place, 

and time 20 

9. Cultivating appreciation of the beau- 
tiful in nature and art - - - 20 

10. Appropriateness and value of illus- 
trations - - - - - 20 



26 



MEASURING TEXTBOOKS 

'' ' ' • &i 

II. Adaptation to Pupils' Use - - - 300 

1. Cultivating appreciation of high 
ideals of right thought and action - 40 

2. Stimulating resolution for the realiza- 
tion of noble ideals - - - 40 

3. Encouraging and directing the sever- 
al reading abilities and habits appro- 
priate to the character of selections 40 

4. Encouraging outside reading of good 
literature ..... 40 

5. Enlarging pupils' vocabulary and 
forming intelligent dictionary habits 30 

6. Stimulating and directing thought, 
leading to habits of intelligent study 30 

7. Establishing right reading habits, 
preventing and eradicating bad 
habits, by keeping mechanics and 
meaning always in right relationship 25 

8. Effective utilization and enrichment 

of pupils' experience - - - 20 

9. Wholesome appeal to imagination - 20 

10. Conducing to better modes of thought 
and expression; correlating with lan- 
guage study - - - - - 15 

III. Adaptation to Teachers' Use - - 150 

1. Suggestions for the suitable introduc- 
tion of selections, making correlations 
with pupils' experience and reading - 30 



27 



MEASURING TEXTBOOKS 

2. Suggestions and questions helping 
teacher to determine and to bring out 
the fundamental character and pur- 
pose of each selection - - - 30 

3. Helpful suggestions and directions 
for making oral reading effective : 
for example, through intonation and 
emphasis and reading to an audi- 
ence - - - - - -30 

4. Suggestions for directing and testing 
pupils' silent reading abilities and 
habits 30 

5. Provision for the teacher's participa- 
tion in a way to make exercises coop- 
erative, social undertakings - - 30 

IV. The Books Themselves - - - - 150 

1. Mechanical durability and suitability: 
quality and finish of paper; material 
and quality of binding; size and 
weight 40 

2. General appearance, external and In- 
ternal : artistic, attractive. Interesting, 
appealing - - - - - 35 

3. Page arrangement: margins; spacing; 
length of line 25 

4. Suitability of type forms: size; clear- 
ness; appearance - - - - 25 

5. Quality and artistic values of Illustra- 
tions; proportion of space devoted to 
them - - - - - - 25 



28 





A MEASURE FOR LANGUAGE 
BOOKS 



The chief objectives of language teaching are 
four, as follows: 

1. The Development of the Ability to Think 
Purposefully and Rightly 

This objective involves and includes the ability 
to gather the raw materials of thought; to deal 
with these materials confidently; to think independ- 
ently, originally, naturally, and habitually; to think 
connectedly; to think practically, to worthy ends. 
It involves and includes the development and disci- 
pline of feeling and resolution, integral parts of all 
practical thinking; the development and acceptance 
of sound principles and worthy ideals of thought 
and conduct. 

2. The Development of the Ability to Give to 
Right and Purposeful Thinking Effective Ex- 
pression in Language, both Oral and Written 

This objective involves and includes the com- 
mand of a constantly growing vocabulary, and the 
development of accuracy, discrimination, and facility 
in the use of that vocabulary. 

It involves the development of a practical knowl- 
edge of the grammatical structure of language, of 



29 



MEASURING TEXTBOOKS 

correct language forms, and of the significance of 
such structure and forms as a means of thought 
expression. It involves the formation of habits of 
correct usage. 

It Involves the development of originality, natu- 
ralness. Independence, confidence, and pleasure in the 
use of language, oral and written, as a means of ex- 
pressing thought, not for the satisfaction of the 
thinker, but for the purpose of Informing or mov- 
ing to action the hearer or reader. 

3. The Development of Understanding and Ap- 
preciation of Worthy Thought and of Its 
Effective Expression in Language 

This objective Is important, not only In Itself, but 
as a means of attaining the first two objectives. 

4, Giving Ready Command of the Approved 
Forms Employed in the Most Frequently Used 
Types of Written Language 

In most frequent use among these forms are let- 
ters of various kinds. 

I. Serving Language Objectives - - - 300 

1. Provision and effective utilization of 
varied and suitable thought material 
from good literature - - - 30 

2. Utilizing, enriching, and making sig- 
nificant pupils' experience - - - 30 

3. Enlisting the Independent, original 
thought activities of the pupil - - 30 



30 



MEASURING TEXTBOOKS 

■ a 

4. Enriching the vocabulary and teach- 
ing the discriminating use of words 
in conjunction with the enrichment of 
thought 30 

5. Adequate provision of oral exercises 
effectively related to written exercises 30 

6. Effective use of the best types of ex- 
pression, in prose and verse, as mod- 
els for intelligent imitation - - 30 

7. Effective provisions for the elimina- 
tion of habitual errors through intel- 
ligent, repeated use of correct forms 
and conventions until these are fixed 

in habit ------ 30 

8. Effective sequence, progressiveness, 
and connection in presentation of top- 
ics 30 

9. Special practical applications of lan- 
guage to different forms of speech 
and writing — narration, description, 
etc., including especially various types 

of letters 20 

10. Significant and effective presentation 
of correct language forms, marks, 
and conventions as these are needed 

for actual use - - - - 20 

11. Inculcating moral ideals and stimulat- 
ing moral resolution - - - 20 



31 



MEASURING TEXTBOOKS 

12. Adequate and practically significant 
presentation of grammatical struc- 
ture and nomenclature - - - * 

II. Adaptation to Pupils' Use - - - 320 

1. Effective appeal to a wide variety of 
interests and abilities of pupils - - 50 

2. Making the discriminating expression 
of thought, in oral and written lan- 
guage, natural, easy, and pleasurable SO 

3. Lessons presented in form and lan- 
guage adapted to pupils' understand- 
ing and interest - - . - 50 

4. Provision of means and incentives for 
pupils independently to test and im- 
prove the quality of their achieve- 
ments 30 

5. Definite presentation of interesting 
situations, challenging expression - 25 

6. The use of varied and interesting 
forms of activity calling for natural, 
original expression and initiative, 
such as dramatizing, play writing, dia- 
logues, and picture interpretation - 25 



*In rating books designed for use in certain grades only, 
item 12 should be given valuations as follows: in grades three 
and four, ; in grades five and six, 30 ; in grades seven and 
eight, 90. When the valuation of item 12 is 0, the valuations 
of the eleven other items remain as given above. When item 12 
is valued at 30, each of the other valuations, as above given, 
is to be reduced by 10 per cent. When item 12 is valued at 90, 
each of the other items, as above given, is to be reduced by 30 
per cent. 



32 



MEASURING TEXTBOOKS 



7. Challenging pupils to express their 
thoughts for the practical purpose of 
informing or influencing the hearer 

or reader ----- 25 

8. Cultivating each pupil's individuality 

of thought and expression - - 25 

9. Stimulating and instructing the im- 
agination 20 

10. Training the pupil intelligently to di- 
rect and control his powers of obser- 
vation and judgment - - - 20 

III. Adaptation to Teachers' Use - - 230 

1. Sufficiently complete and definite, yet 
reasoned directions, to serve the inex- 
perienced and untrained teacher - 50 

2. Suggestive, educative, stimulative of 
originality for the most expert, expe- 
rienced teacher - - - - 35 

3. Immediate, definite, and clear pur- 
pose to be served by every exercise, 
relieving the teacher of the burden 
of using or rejecting useless or merely 
routine exercises - - - - 30 

4. Provision or definite suggestion of a 
variety of original plans, devices, and 
games which teachers can use as effec- 
tive means of instruction - - 25 



33 



MEASURING TEXTBOOKS 

5. Definite and helpful suggestions con- 
cerning the provision by the teacher 
of abundant additional material and 
exercises where such may be required 25 

6. Establishment of conditions and at- 
mosphere of reality, freedom, indi- 
viduality, and cooperation among 
pupils under the teacher's leadership 25 

7. Effective use of questions as a means 

of arousing and directing thought - 20 

8. Provision for effective correlation of 
language study with other studies - 20 

IV. The Books Themselves - - - - 150 

1. Mechanical durability and suitabil- 
ity: quality and finish of paper; ma- 
terial and quality of binding; size 

and weight ----- 40 

2. Page arrangement: margins; spacing; 
distinctions of subjects, topics, and 
sub-topics - - - - - 30 

3. Suitability of type forms: size, clear- 
ness, appearance - - - - 30 

4. General appearance, external and in- 
ternal : artistic, attractive, interesting, 
appealing ----- 30 

5. Illustrations: practical and artistic 
values; amount of space devoted to 
them 20 



34 




IN the teaching of spelling there are five ob- 
jectives sufficiently important and distinct to 
warrant their separate formulation. They 
are stated below in the order of their importance. 
The first two are distinctly major objectives; the 
last two are minor; the third may be called inter- 
mediate. All are so interrelated that the adequate 
and economic attainment of any one necessarily in- 
volves the attainment in some degree of all others. 
The major objectives should, of course, dominate. 
The minor objectives, so far as spelling is concerned, 
are justified chiefly by their contribution to the real- 
ization of the major objectives. The intermediate 
objective is a necessary support of the major objec- 
tives and an inevitable and highly valuable result 
of the attainment of all the other objectives. 

1. The Development of the Habit of Spelling 
Correctly in Writing That Group of Words 
in Most Common Use 

Based on the most important studies of this sub- 
ject*, the maximum number of words in the group 
that should be reduced to a written spelling habit 

*Such as those of Ayres, Jones, Cook and O'Shea, and 
Thorndike. 



35 



MEASURING TEXTBOOKS 

■^ : I < • , 1 . 1 ■ , ^ -.Si 

may be fairly placed at about 5,000, not including 
additional words peculiar to the needs and usage 
of the individual. The relative importance of this 
habit, as applied to any given word or group of 
words, may be held to vary directly with the rela- 
tive frequency of use of the given word or group 
of words. 

The mere ability to spell words correctly orally, 
or even in writing when special attention is directed 
to the spelling, does not fulfil this first objective, 
the habit of writing a certain group of words cor- 
rectly. Oral spelling ability and the conscious ap- 
plication of this ability to writing, contribute largely 
to the desired habit, indeed usually mark a stage in 
the acquirement of that habit and serve as a constant 
support to it. In this connection, oral spelling 
ability is decidedly important; indeed for most people 
it is probably quite indispensable. Oral spelling 
ability is not less important in its relation to the 
second objective; in fact, this ability is probably an 
inseparable part of that objective. 

2. The Development of Spelling Intelligence 

This includes both spelling sense and spelling con- 
sciousness. It involves ready association and appli- 
cation of the sound values of letters and combinations 
of letters; the reliable and quickly responsive sense 
of certainty and uncertainty as to spellings; and 
it should be closely associated with the intelligent dic- 
tionary habit. 



36 



MEASURING TEXTBOOKS 

3, The Enlargement of the PupiVs Vocabulary 

This Includes not only the acquisition of new 
words and possibly of new ideas; it includes also 
and especially the clearer discrimination of mean- 
ings of words, and hence the more accurate use of 
words, already in the vocabulary. 

Many even of the limited group of words that 
the study of spelling in the elementary school should 
reduce to a written habit, have to be acquired by 
most pupils while they are going through the school. 
The study of spelling should be made to help in 
this acquisition. Indeed, it is impossible to teach 
spelling intelligently and effectively without aiming 
directly at an enlarged and better controlled vo- 
cabulary for the pupil. 

4, Development of Habits of Clear and Distinct 
Enunciation and Pronunciation 

Few children acquire these habits without some 
definite instruction and conscious effort. While the 
spelling exercise should not bear the burden of all 
such instruction and effort, it should bear a con- 
siderable part; should welcome it, indeed, for clear 
enunciation and pronunciation are almost, if not 
quite, an indispensable basis of spelling intelligence 
and correct spelling habits. 

5, The Development of an Intelligent Dictionary 
Habit 

This means not merely the ability to use the dic- 
tionary intelligently, but also the habit of using it 



37 



MEASURING TEXTBOOKS 

when needed. It does not mean the mechanical, 
slavish habit of thoughtless reference to the dic- 
tionary, such as students of foreign languages fre- 
quently develop toward the use of the lexicon. 

As in the case of the habits of enunciation and 
pronunciation, the intelligent teaching of spelling 
must necessarily contribute to the formation of an 
intelligent dictionary habit. 

I. Serving Spelling Objectives - - - 400 

1. Presenting a vocabulary conveniently 
arranged for concentrated study, 
which includes all words that should 

be reduced to a written spelling habit 100 

2. Effective presentation of words in 
context of informational or literary 
value 50 

3. The provision of a sufficient list of 
suitable words, in addition to the 
minimum universally essential list, 
that may be used, in whole or in part, 

as may be found desirable - - 50 

4. Adequate presentation of phonetic 
words for the development of sound- 
symbol association - - - - 50 

5. Gradation of words on the basis of 

the pupil's needs for immediate use 40 

6. Presentation of root-words, deriva- 
tives, prefixes and suffixes, in a way to 
enlarge the pupil's vocabulary - - 30 



38 



MEASURING TEXTBOOKS 



7. Effective aids to pronunciation, such 
as separation of syllables and pho- 
netic groupings - - - - 25 

8. Suitable arrangement of spelling lists 

in columns or otherwise - - 25 

9. Provision of a list of the most im- 
portant and frequently used abbrevia- 
tions - - - - - - 15 

10. Provision for intelligent use of the 

dictionary - - - - - 15 

II. Adaptation to Pupils' Use - - - 300 

1. Arrangement and length of lessons 
calculated to promote intelligent 
study 50 

2. Economizing pupils' efforts by plan 
of presenting phonetic, root and de- 
rivative words, prefixes and suffixes 50 

3. Enlistment of pupils' interest and in- 
telligent effort - - - - 50 

4. Adequate provisions for the review 

of words ----- 45 

5. Gradation of words according to 
their difficulties for the pupil - 40 

6. Helpful application of rules of spell- 
ing 25 

7. Specific directions and suggestions 
helpful to the pupil - - - 25 

8. Effective presentation of homonyms 

or homophones - - - - 15 



39 



MEASURING iEXTBOOKS 

III. Adaptation to Teachers' Use - - 175 

1. General directions and suggestions 
helpful to the teacher - - - 30 

2. Specific directions and suggestions 
helpful to the teacher - - - 30 

3. Arrangement of words and lessons 
adapted to teaching quite as much as 

to testing - - - - - 30 

4. Arrangement of lessons In a way to 
minimize the necessary work of the 
teacher _ _ _ _ . 30 

5. Segregation for ready reference and 
drill of the most difficult words in fre- 
quent use - _ - . . 30 

6. Arrangement of words such that the 
teacher may distinguish at once the 

new words - - - - - 25 

IV. The Books Themselves - - - - 125 

1. Mechanical durability and suitability: 
quality and finish of paper; mate- 
rial, quality, and flexibility of bind- 
ing; size and number - - - 50 

2. Page arrangement: margins; spacing; 
lesson divisions - _ _ . 25 

3. General appearance, external and in- 
ternal : artistic, attractive. Interesting, 
appealing - - - - - 25 

4. Suitability of type forms : size, clear- 
ness, appearance - - - - 25 



40 



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